Upload
violeta-gutierrez
View
227
Download
0
Embed Size (px)
Citation preview
7/31/2019 English Language Curriculum for Sec Educ
1/23
INTRODUCTION
The Context
As a matter of practice, the curriculum in the Philippines is revised everyten years, but the rapid rate of change ineducation and the fast obsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to
make it responsive to emerging changes in the needs of the learner and the society. Thus, the refinement of the curriculum
remains to be a work in progress. Aside from the issue of relevance, the refinement of the secondary education curriculum
was guided by the need, as articulated in the Education for All Plan 2015, to streamline its content in order to improve
student mastery and contribute to the attainment of functional literacy. This became a primary consideration in the design
of the curriculum and the formulation of standards and the essential understandings from which the content of the
curriculum was derived. The results of national and international assessments were reviewed and analyzed for their
implications for teaching and learning. The findings were used to further tighten the standards and improve the delivery of
the curriculum and the teaching-learning process. The results of the evaluation of the implementation of the 2002 Basic
Education Curriculum were likewiseconsidered in the review of the curriculum.The Process
The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and
Grant Wiggins.
Results/OutcomesAssessmentLearning PlanContent/ PerformanceStandardsProducts/
PerformancesEssentialUnderstandingsEssentialQuestionsLearningActivitiesAssessmentCriteria/
ToolsResources/ MaterialsObjectives(knowledge/skills)The curriculum design has the following elements:
Stage 1
A. Results/Desired Outcomes, which define what students should be able to know and do at the end of the program,
course, or unitof study; generally expressed in terms of overall goals, and specifically defined in terms of content and
performance standardsA.1. Content standards, which specify the essential knowledge (includes the most important and
enduring ideas, issues,principles and concepts from the disciplines), skills and habits of mind that should be taught and
learned. They answer thequestion, What should students know and be able to do?
A.2. Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate
inrelation to the content standards. They answer the question, How well must students do their work? or At what level
of performance would the student be appropriately qualified or certified?B. Essential Understandings, which are the bigand enduring ideas at the heart of the discipline and which we want the children toremember even long after they leave
schoolC. Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the
essentialmeanings and understandingsD. Curriculum Objectives, which are expressed in terms of knowledge and skills that
teachers can use as guide in formulating theirown classroom objectives
Stage 2
A.
Assessment, which defines acceptable evidence of students attainment of desired results; determines authentic
performancetasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria
against which thestudents performances or products shall be judged.B. Products and Performances, which are the
evidence of students learning and a demonstration of their conceptualunderstanding, and content and skill acquisition
Stage 3A. Learning Plan, which details the instructional activities that students will go through to attain the standardsA.1.
Instructional Activities, which are aligned with the standards and are designed to promote attainment of desired
results.Questions to guide the review of Stages 1 to 3 are provided in Annex B.A series of consultations with critical
stakeholders: students, teachers, school heads, parents, supervisors, industry, local governmentofficials, the religious, and
experts from the academe, among others, were made to validate and further refine the formulation of standards, the
essential understandings, the essential questions, and the assessment criteria and the tools to measure students products
and performances. Workshops were conducted to draft the curriculum documents, write the instructional plan and
develop lessonexemplars.Teachers were trained and school heads from the 23 identified pilot schools underwent capacity-
building to prepare them for themanagement of the try-out of the curriculum. The schools were identified based on their
7/31/2019 English Language Curriculum for Sec Educ
2/23
location (i.e., Luzon, Visayas, Mindanao) andthe type of program (i.e., regular high school, specialist high school) they
offer.Meetings with school heads and classroom visits were made on a quarterly basis to monitor the try-out of the
curriculum. Teachersfeedback on the lesson guides became the basis for further refinement of the standards and the
other elements of the curriculum.Education supervisors were later trained on providing instructional support to teachers.
A follow-through training was subsequentlyconducted to further equip them with the tools of supervision given the
requirements of the program.ResultsInitial feedback from the teachers has been useful in further improving the design of
the curriculum. What has evolved from the try-out is a core curriculum that builds on and retains the principles of the 2002
BEC (i.e., constructivism, integrative teaching) andintegrates the richness of the special curricular programs (Arts, Sports,
Engineering and Science Education Program, Journalism,Technical-Vocational Program, and Foreign Language). The latter
shall be offered in schools as special interest areas which childrencan pursue among many other career options in
livelihood education. The curriculum has the following features:
Features of theCurriculum
L e a n -focuses on essentialunderstandings S e t s h i g h e x p e c t a t i o n s (standards-based)
expressed interms of what students shouldknow and the quality andproficiency of the skill that theyare
expected to demonstrate asevidence of learningR ic h a n d c h a l len g in g - p r ov i d es for a personalized
approach todeveloping the students multipleintelligencesDevelops readiness and passion for work
and lifelong learning
What is being envisaged is that the core curriculum shall be implemented with special curricular programs: special program
in the arts(SPA), special program in sports (SPS), special program in journalism (SPJ), special program in foreign language,specialscience/math (S&T), technical-vocational program (tech-voc) being offered on the side, to develop the students
multipleintelligences.
Conceptual Framework in English
CCBBII
CCAALLLLAA TThheeoorryyooffLLaanngguuaaggee
LLiinngguuiissttiiccss
PPhhiilloossoopphhyy
PPssyycchhoollooggyy
TThheeoorryyooffLLeeaarrnniinngg
CCoonnssttrruuccttiivviissmm
LLeeaarrnniinnggbbyyddooiinngg((DD))
RReefflleeccttiivveelleeaarrnniinngg((PP))
SSoocciiaalllleeaarrnniinngg
LLeeaarrnniinnggssttrraatteeggiieess
TTrraannssffoorrmmaattiivveeLLeeaarrnniinngg
TThheeoorryyooffLLaanngguuaaggee LLeeaarrnniinngg
PPrroocceessss--OOrriieenntteedd
CCoonnddiittiioonn--OOrriieenntteedd
PPTTCCBBLL
F u n c t i o n a l L i t e r a c f o r A l l
7/31/2019 English Language Curriculum for Sec Educ
3/23
CCoommmmuunnii-- ccaattiivvee CCoommppeetteennccee
LLiitteerraarryy CCoommppeetteennccee// AApppprreecciiaattiioonn
Valuing
CCoonntteexxtt BBaasseedd TTeexxtt BBaasseedd GGeennrree BBaasseedd
2010 Secondary Education CurriculumEnglish
CONCEPT MATRIX
Year Level FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEARConceptQuarter
Philippine Literature Afro-Asian Literature(including PhilippineLiterature)British-American andPhilippine
LiteratureWorld Literature(including PhilippineLiterature)
1 Narrative Narrative Narrative Narrative2 Drama Drama Drama Drama3 Poetry Poetry Poetry Poetry4 Essay
Essay Essay Essay
2010 Secondary Education CurriculumEnglish
Program Standard:
The learner demonstrates literary and communicative competence through his/herunderstanding of the different
genres of literature and other text types for a deeperappreciation of Philippine culture and those of other countries.
General StandardFirst YearGeneral StandardSecond YearGeneral StandardThird YearGeneral StandardFourth Year
The learner demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of
Philippine Literature
and other text typesfor a deeper appreciation ofPhilippine culture.The learner demonstratesliterary andcommunicativecompetence through his/herunderstanding of the differentgenres of
Afro-Asian Literature
(including Philippine
Literature)
and other text typesfor a deeper appreciation ofPhilippine culture and those ofother countries.The learner
demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of
British-American and Philippine Literature
and othertext types for a deeperappreciation of Philippine cultureand those of other countries.The learner
demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of
World Literature(including Philippine
Literature)
and other text typesfor a deeper appreciation ofPhilippine culture and those ofother countries.
2010 Secondary Education CurriculumEnglish I
General Standard
:
The learner demonstrates literary and communicative competence through his/her understanding of the different genres
of
Philippine Literature
and other text types for a deeper appreciation of Philippine culture.
Quarter 1 - NARRATIVEStage 1: Results/Outcomes Stage 2 : AssessmentStandard Essential At the level ofContent Performance Understanding
QuestionProduct/PerformanceUnderstanding Performance
The learnerdemonstratesunderstanding of the
distinctive features,aesthetic elementsand underlyingobjectives
of variedtypes of Philippinenarratives using themost appropriatelanguage forms andfunctions.
Language Focus:
Simple past tense
7/31/2019 English Language Curriculum for Sec Educ
4/23
7/31/2019 English Language Curriculum for Sec Educ
5/23
eported SpeechExpress actions that happened ata definite past timeProve that the interestingaccounts of
peoples ideas,feelings and values in Philippinefolk narratives are pertinent to thedevelopment of their culture
andsociety
Interpretation
Share a story showing onesunderstanding and appreciationof an effective and meaningfulliterary piece
Criteria:
Significant
Insightful
IlluminatingGather, analyze and present folknarratives with ease
Criteria:
Significant
Insightful
meaningfulApplication
Use appropriate sources ofinformation, multimedia andtechnology to create a story
Criteria:
Adaptive
Diverse
EffectiveUse simple past tense, timemarkers and WH questions toeffectively narrate eventsMake verbs agree
with theirsubjectsExhibit clear reporting of ideas,thoughts and actions using directand reported speech toavoidambiguitiesUse reported and direct speech togive accurate accounts ofimportant details
Perspective
Analyze interdependence of plotcharacters, theme and othernarrative elements
Criteria:
Critical in an analyticalsense
Insightful
Revealing
Empathy
Relate ideas taken from thenarrative to real life experiences
Criteria:
Insightful
Open
Self- knowledge
Self asses ones strengths andweaknesses in telling a storyeffectively
Criteria:
7/31/2019 English Language Curriculum for Sec Educ
6/23
Meta-cognitive
Reflective
Self-adjusting
English I
Quarter 2 - DRAMAStage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential At the level ofContent Performance Understanding
QuestionProduct/PerformanceUnderstanding Performance
The learnerdemonstratesunderstanding of
features, elementsand conventions
ofvaried Philippine
drama
usingappropriate languageforms and functions.
Language Focus
:
Types ofsentenceaccording tofunction
Coordinators
RejoindersThe learnerinterpretativelyand proficientlyperforms in anexcerpt of aplay or drama.
Drama
clearlyportrays the realworld by presentingmans significantexperiences ingrand, moving andcolorful
ways.Philippine dramadeepens onesunderstanding of theunique beauty ofFilipino culture.How does
drama
mirrorreal life?Why should youstudy Philippinedrama?Interpretativeand
proficientDramapresentation(excerpt)Explanation
Explain the features, elementsand conventions of thedifferent types of drama
Criteria:
accurate
justified
credible
use of appropriatelanguage forms andfunctions
Types of sentenceaccording to functionExpress agreement anddisagreement courteouslyDemonstrate a
smooth flow ofthought from one sentence tothe next by usingcoordinators and rejoinderscorrectlyMake clear
and interestingexplanation about people,things and events by usingdifferent types of sentencesPerformance
assessmentof a drama presentationbased on the followingcriteria:
Voice
Acting skills
7/31/2019 English Language Curriculum for Sec Educ
7/23
Facial expression
Stage presence
Stage production
Conventions
2010 Secondary Education CurriculumEnglish I
Connect drama to peoplessignificant experiences in thereal world
Interpretation
Illustrate the series ofconnected events in a drama(plot)
Criteria:
Meaningful
Illustrative
SignificantApplication
Roleplay the dialogsbetween characters
Criteria:
Effective
Fluent
Realistic
Innovative
Perspective
Compare and contrast drama(literary) from news story (reallife drama).
Criteria:
credible
revealing
Insightful
unusual
Empathy
Assume a role in a drama
that runs counter to yourpersonal experience.
Criteria:
open
insightful
7/31/2019 English Language Curriculum for Sec Educ
8/23
perspective
receptive
Self-knowledge
Self assess ones strengthsand weaknesses inpresenting significantexperiences in a drama
Criteria:
self-aware
self-adjusting
reflective
mature
wise
I
Quarter 3 - POETRYStage 1: Results/Outcomes Stage 2 : AssessmentStandard Essential
At the level ofContent Performance Understanding Question
Product/
Performance
Understanding Performance
The learnerdemonstratesunderstanding of the
distinct features ofnarrative, lyric anddramatic poetry,their elements andthe poetic
devicesusing the appropriatelanguage forms andfunctions.
Language Focus:
Basal Adjectives
Phrase Modifiers
S-V AgreementThe learnerinterpretatively and
proficiently
performsin a choral reading.Understanding thespecial qualities ofeach form of poetryprovides succinctideas
about therichness andbeauty of poetry.How do formsof poetryprovidesuccinct ideasabout therichness
andbeauty ofpoetry?Interpretative andproficient ChoralReading
Explanation
Describe the distinctfeatures and thedevelopment of ancientFilipino poetry
Criteria:
Accurate
Credible
Insightful
Use of appropriatelanguage forms andfunctions
7/31/2019 English Language Curriculum for Sec Educ
9/23
Basal Adjectives
Phrase Modifiers
S-V AgreementJustify that the specialqualities of poetry providesuccinct ideas aboutrichness and beauty
ofpoetryExplain the relationshipexisting between subjectThe learner interprets apoem through choralreading
based on thefollowing criteria:Rubric
Facial Expression
Phrasing/ blending/ pausing/ timing
Rate
Enunciation
Accuracy
Voice quality
2010 Secondary Education CurriculumE n l i s h I
7/31/2019 English Language Curriculum for Sec Educ
10/23
7/31/2019 English Language Curriculum for Sec Educ
11/23
7/31/2019 English Language Curriculum for Sec Educ
12/23
and verb in a givensentenceProvea close connectionamong theelements of apoemCriteria:AccurateJustifiedInsightful
7/31/2019 English Language Curriculum for Sec Educ
13/23
InterpretationJudge the importance ofpoetic
devices tocommunicatemeaningCriteria:SignificantMeaningfulInsightfulPerspectiveAnalyze qualities of eachform/type
of poetryCriteria:Critical in an analyticalsense
InsightfulApplicationUse effective strategies inchoralreading of a poem
7/31/2019 English Language Curriculum for Sec Educ
14/23
Criteria:AdaptiveEffectiveInnovativeDiverse
7/31/2019 English Language Curriculum for Sec Educ
15/23
Use word and phrasemodifiers in giving specificdetails about people, placesand things
Empathy
Reach a commonunderstanding on how topresent a choral readingeffectively
Criteria:
Open
Perceptive
Insightful
Self-knowledge
Reflect on the effectivestrategies to be utilized inmaking meaning throughchoral reading
Criteria:
Reflective
Meta cognitive
7/31/2019 English Language Curriculum for Sec Educ
16/23
Self-adjusting
Quarter 4 - EssayStage 1: Results/Outcomes Stage 2 : Assessment
Standard Essential At the level ofContent Performance Understanding
QuestionProduct/PerformanceUnderstanding Performance
The learnerdemonstratesunderstanding of the
basic features,parts, structure, andpattern ofdevelopment thatmake tone and styleof Philippineessayseffective.
.
Language Focus:
Modals
Relative Clauses
TransitionmarkersThe learnerwrites apersonal/ reflectiveessay vividly.Philippine essayshave
distinctivefeatures used bythe authors topresent lessonslearned fromexperiences
andpersonalobservations.What makesPhilippineessays distinctfrom foreignessays?Writing vividpersonal/
reflective essay
Explanation
Explain the basic parts,structure, elements andfeatures of Philippine essays.
Criteria:
Accurate
Credible
7/31/2019 English Language Curriculum for Sec Educ
17/23
Coherent
Insightful
Use of theappropriate formsand functions:
Modals
Relative
Clauses
Transition markersShow smooth flow of ideas byusing transition markersShow that essays havedistinct
features that authorsused to express lessonslearned
Interpretation
Illustrate the different patternsof paragraph development ofThe learner writes vividly apersonal /reflective
essaythat expresses meaningfulviews and insights basedon content , rhetoric andform using the
followingcriteria:
unity
coherence
clarity
plausibility
mature usage
Style
2010 Secondary Education CurriculumE n l i s h I
7/31/2019 English Language Curriculum for Sec Educ
18/23
7/31/2019 English Language Curriculum for Sec Educ
19/23
7/31/2019 English Language Curriculum for Sec Educ
20/23
an essay
Criteria
Accurate
Thorough
IlluminatingApplication
Use personal reflections,experiences and observationsin writing a personal essay.
Criteria:
Effective
Adaptive
7/31/2019 English Language Curriculum for Sec Educ
21/23
RealisticUse modals to expresspossibility, permission, abilityand probabilityUse relative clauses to
showrelationship of ideasUse modals, relative clausesand transition markers inwriting a personal essay.
Criteria:
Effective
Fluent
Perspective
Argue that writingreflective journalsand personal essays serve assignificant learningexperiences.
Criteria:
Insightful
Plausible
Empathy
Consider other writersintention, style, views inabstracting a reflective journaland a personal essay.
Criteria:
7/31/2019 English Language Curriculum for Sec Educ
22/23
Open
Perceptive
Insightful
Self Knowledge
Use self-monitoringstrategy / correctionto improve oneswork.
Criteria:
Reflective
Meta cognitive
Self-adjusting
ANNEX A
The Monitoring and Evaluation of the Implementation of the 2002 Secondary Education Curriculum:
Findings andRecommendations
The Bureau of Secondary Education was tasked by the Department of Education to monitor and evaluate the
implementationof the new curriculum in secondary schools of the country.Accordingly, the Bureau conducted case studies
of twenty secondary schools, grouped as follows:
General high schools funded fully by the national government
7/31/2019 English Language Curriculum for Sec Educ
23/23
Newly established high schools funded jointly by the national, provincial, and municipal government
Science high schools
Private high schools
Technical-vocational high schoolsThe purpose of the multiple case studies is not to produce an objective body of
knowledge that can be generalized to allschools in the country, but to build collaboratively constructed descriptions and
interpretations of practices, that enable supervisors,school heads, department heads, supervisors and teachers, to
formulate acceptable ways of implementing the BEC, and to solveimplementation problems that emerge.The case studies
recognize that the school is a learning community where people continuously plan, observe, review andreflect on what
they do in order to achieve shared goals and aspirations.The first monitoring and evaluation of the BEC implementation
was conducted in September 2002, the second in October2003, and the latest in September 2004.